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The relationship of prior training and previous teaching experience to self-efficacy among graduate teaching assistants

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References

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2010Developing teaching self-efficacy in research institutions: A study of award-winning professors166 cited
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2017Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions

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2016Contemporary Test Validity in Theory and Practice: A Primer for Discipline-Based Education Researchers125 cited

2018The Effects of Doctoral Teaching Development on Early-Career STEM Scholars’ College Teaching Self-efficacy119 cited

2012The Scholarship of Teaching and Learning In and Across the Disciplines117 cited

2016A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research105 cited

1999Effects of Training and Supervision on the Self-Efficacy of Psychology Graduate Teaching Assistants104 cited

2016Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes103 cited

2010Online Teaching Efficacy of Nurse Faculty98 cited

2013Graduate student teaching development: Evaluating the effectiveness of training in relation to graduate student characteristics91 cited

2015Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants89 cited

2012The influence of involvement with faculty and mentoring on the self-efficacy and academic achievement of African American and Latino college students85 cited

2017Competence, Autonomy, and Relatedness as Motivators of Graduate Teaching Assistants82 cited

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2019Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement80 cited